Perceptions of Educators to Recognize and Respond to Suicidal Ideation of Secondary Students

This qualitative phenomenological study explored how secondary teachers in East Tennessee perceive district-provided suicide prevention training and its role in supporting students experiencing suicidal ideation. Eleven middle and high school teachers who had previously made a crisis referral participated in semi-structured interviews. The study examined teachers’ experiences, perceived strengths and limitations of training, and needed resources. Findings revealed that teachers felt confident recognizing warning signs, especially behavioral changes, when strong student relationships existed. However, training was often described as repetitive, generic, and minimally engaging. Social media and limited support systems were seen as major stressors for students. Teachers emphasized relationship-centered support as a strength but reported uncertainty about their role after referrals. They recommended more mental health personnel, collaborative opportunities with support staff, and structured student mental health education. Overall, current training methods aid identification and referral but require improved design, coordination, and post-referral guidance to strengthen school-based prevention.